Coudret N A, Fuchs P L, Roberts C S, Suhrheinrich J A, White A H
University of Southern Indiana, Evansville 47710.
J Prof Nurs. 1994 Nov-Dec;10(6):342-9. doi: 10.1016/8755-7223(94)90037-x.
This study examined graduating student nurse role conception changes that occurred during a concentrated clinical preceptorial. A Nursing Role Conceptions Questionnaire was administered to nursing students before (n = 44) and immediately after (n = 41) a 4-week Nursing Practicum; to the students' staff nurse clinical teaching associates (n = 34); and to nursing program faculty (n = 18). Respondent perceptions of ideal nursing behaviors and actual nursing behaviors within three major nursing roles (professional, service, and bureaucratic) were identified and differences between ideal and actual scores (role discrepancy) were calculated. Findings showed that student role orientation in selected areas changed from a faculty role orientation to a staff nurse role orientation over the 4-week period. The Practicum seemed to effectively facilitate role socialization of graduating student nurses into the work setting, easing the necessary transition from education to practice.
本研究考察了在集中临床带教期间即将毕业的学生护士角色观念的变化。在为期4周的护理实习之前（n = 44）和之后立即（n = 41），对护理专业学生发放了《护理角色观念问卷》；向学生的临床带教护士同事（n = 34）以及护理专业教师（n = 18）发放了该问卷。确定了受访者对三种主要护理角色（专业、服务和官僚）中理想护理行为和实际护理行为的看法，并计算了理想分数与实际分数之间的差异（角色差异）。研究结果表明，在这4周期间，选定领域的学生角色导向从教师角色导向转变为临床带教护士角色导向。该实习似乎有效地促进了即将毕业的学生护士融入工作环境的角色社会化，缓解了从教育到实践的必要过渡。
